Nigeria's social and economic conditions at and after independence necessitated changes in educational and employment policy. At independence, in 1960, unification and economic development were necessary to galvanize the country's direction. Control and domination of the economy by foreigners deprived the country of the development of an indigenous labor force. In addition, the education system was not responsive to the country's needs. Changes in the world economy, technology, and politics required Nigerians to be competitive. Nigeria established five efforts to train indigenous workers. The Industrial Training Fund promoted the acquisition of skills. The National Policy on Education stipulated the definitions, aims, and objectives of education. The National Board of Technical Education advised the government on matters concerning education, determined labor needs, established standard skills needed and methods of student assessment, and distributed information. The Structural Adjustment Program increased agricultural production and revived Nigeria's economy. The National Policy on Science and Technology emphasized science and technology in order to transform resources into goods and services. Vocational-technical education and training need to have varying strategies. At the national level, strategies include: (1) quality programs; (2) delivery systems; (3) concept-oriented curriculum; (4) positive image; (5) teacher training; (6) national standards; (7) available funds; and (8) program enhancement. At the international level, strategies include: understanding programs; interaction through conferences, visits, and workshops; and nation building. (16 references and 2 tables are included.) (NLA)